Path Dependency in Math Course Taking: Changes in Ninth and Twelfth Grade Curricular Stratification (1979-2004)

• In Event: 207 - Section on Sociology of Education Roundtable Session (one-hour).
  In Refereed Roundtable: Section on Sociology of Education Roundtables (one-hour). Table 01. STEM: Access, Aspirations, and Attainment

Abstract

In this paper, we examine changing patterns of enrollments in ninth and twelfth grade math courses from 1979-2004. Unlike prior research, we use a “path dependency” framework to examine how changes in ninth grade placements from 1979-2001 affected twelfth grade placements over the same time period. Overall, we found that ninth graders were taking higher level courses upon entering high school in 2001, with almost twice as many students taking “advanced math” (beyond Algebra and Geometry). Ninth grade placements had significant and sizable effects on twelfth grade placements, even after controlling for student achievement and ascribed characteristics. This suggests a pattern of path dependency in coursetaking. Our results are mixed regarding whether “path dependency” grew stronger in magnitude over time.  

Authors

• William J. Carbonaro, University of Notre Dame

• Katie Condit, University of Notre Dame